Tag Archives: life-long learning

April 22-28, 2012 is The Week of the Young Child, an annual celebration sponsored by the National Association for the Education of Young Children. The week is designated as a time to recognize that children’s opportunities are our responsibilities, and to ensure that every child experiences the type of early environment—at home, child care, school, and in the community—that will promote early learning. As my small contribution to The Week of the Young Child 2012, I am reintroducing children’s book reviews by Jocelyn from The Tattered Cover Book Store in Denver.

Every child of today should be fortunate enough to explore the ideas and perceptions of author Amy Krouse Rosenthal. Jocelyn has raved about Rosenthal’s books in her holiday reviews, still found on the “tips and previews” page of this blog. I also love Rosenthal’s books, but this newest 2012 publication holds a special place in my heart. Imagine that we could grow, harvest, and share kisses like we do flowers and vegetables. All my backbreaking work of spreading mulch in my yard last week would take on new meaning. And, believe me, I would be right up there in what I would expect to be a long line of interested consumers at our Madison Farmer’s Market this Saturday. Sharing this book is the next best thing to sharing the real thing.

It never ceases to amaze me how a talented author and extraordinary artist can create a masterpiece whose sum is greater than its parts. With a few well-chosen rhymes and masterfully understated illustrations (including just a touch of sparkles), this book is the perfect example; how “little miss” planting a kiss ends up with “endless bliss” is a joy to behold the unfolding. I won’t be giving anything away by saying she dared to share. How thrilled I was when a friend shared this book with me! Enjoy!

I read an article in the New York Times this week that made me nostalgic and hopeful at the same time that I continue to be alarmed by statistics that show little progress in three areas that greatly concern me.

First, we’re no closer to realizing an education system that will challenge all children than we were when I started my career (many years ago). With gifted children, this means that if they come to the classroom knowing what is about to be taught, the school has an obligation to find a way to take them to new levels of knowledge/understanding. When we know that happens in scattered schools across the nation, why can’t we ever learn to get it right?

Second, we continue to under-identify disadvantaged children from all ethnic and cultural backgrounds. In NYC, “black children made up 11 percent of this year’s gifted kindergarten classes, down from 15 percent in 2009-10. Representation of Hispanic students was 12 percent in both years. The school system as a whole is roughly 70 percent black and Hispanic.”

Third, why do we under-identify? Because we continue to rely on testing, not authentic testing of what is important in a child’s real world, but rote testing of facts and skills that disadvantaged children have had little or no opportunity to learn.

So why am I nostalgic and hopeful? One article stood out from all the rest. Entitled, “A Sleepaway Camp Where Math Is the Main Sport,” it immediately caught my eye. Is this a Talent Search-based program? Is it even WCATY (the program I founded) today? No to both questions. It is a program for NYC public school students entering 8th grade, where at least 75% of the students are eligible for free or reduced lunches. They represent a diverse population and their past experiences with challenge and opportunity were sadly lacking, but they have three positive characteristics in common: they love learning; they love math, and they are good at learning! Add to that, they love this program and are “cruising” through mathematical concepts that ordinarily most students wouldn’t see before college.

One of the criticisms of the program is that these children cannot catch up with their more privileged peers in the short time they attend the program. As I told parents of underachievers when they were considering attendance at a WCATY summer “camp,” it is true that their school may not have changed and that there will be a hard road ahead, but the children will have changed. They will dream bigger dreams; they will be aware of possibilities; they will refuse to stand still; they will seek additional opportunities; and they have found advocates who can help them to made valuable connections. I can tell many heart-warming stories of WCATY students who have done just that.

On June 24, The New York Times reviewed Alexandra Robbins’ “The Geeks Shall Inherit the Earth,” in which she states that although adults are proudly admitting their earlier nerd status now that they have achieved success, “there have been surprisingly few trickle-down effects… bullying and exclusion are rampant” (in our schools). She elaborates, “many of the traits that correlate with ‘outsider’ status among high school students — originality, self-awareness, courage, resilience, integrity and passion — reveal themselves as assets later in life.”

The review is less than an endorsement of Robbins’ writing style or message, and I do not agree with the concept of overachievement, the topic and title of her previous book. However, as the reviewer – Jessica Bruder – points out, “None of this dampens the urgency of her broader message. Adults tell students that it gets better, that the world changes after school, that being ‘different’ will pay off sometime after graduation. But no one explains to them why.”

The article concludes that Robbins is “dead on: teenagers need to hear that adolescence ends. And more than that, they need to believe it.”

The point of “Grandma Says It’s Good to Be Smart” is that for many gifted kids, the teenage years are too late for this message. That is why they don’t believe it. Grandma says start telling them that it’s good/cool to be smart early on. Starting in infancy and toddlerhood, smart and gifted children need to feel good about their abilities and have that message reinforced every time an unfortunate incident of name-calling, bullying, or negative peer pressure to hide who they are and what they know occurs.

In honor of SENG’s National Parenting Gifted Children Week, I am offering a special price for “Grandma Says It’s Good to Be Smart.” Start your little ones on a path to believing in themselves and their talents at an early age. Go to the “Contact Ellie Books” page of www.allkindsofsmart.com for details on how to order.

Eric Heidin, Olympic skater and gold-medalist, once remarked that it all began because someone gave him some skates. This is an apt metaphor for advocacy. Someone must provide the skates. But Eric received more than that. Advocacy for him meant also receiving an arena, a coach, time for practice, competition, guidance, caring when he struggled and lost, and pride when he achieved and won. It means the same for all children with talents, whatever the field of endeavor. They must be given the materials and the tools for learning. They need someone who can feed their passions and guide them through the hard work and determination it takes to succeed. They need to stretch their limits and be respected for their goals and accomplishments. Advocacy for talent development is advocacy for excellence, whatever the domain. Advocacy for appropriate educational options is essential along every person’s road to success and happiness.

In the literature on talent development, Peggy Dettmer (1991, p. 170) presents stages of advocacy that she believes can help parents and teachers become more effective in bringing about educational change. Attention is the first stage, because if you are going to make a difference, you must first gain the attention of key people in whatever constituency you need to affect. After attention, the interest you’ve roused in the situation invites participation by those you need to assist you. Their concern for the students you’re trying to help should follow. Those who are concerned should be ready to get involved with your situation. As they grow in knowledge they should become more willing to make adjustments to the curriculum, policy, or program. This leads to their commitment and puts them in a position to provide encouragement for others to support your efforts. They will be able to help you promote an optimal match between learner characteristics and curriculum or program. Finally comes resolve to make the change successful, perseverance to see that this is accomplished, and progress toward realizing the educational goals you had in mind. Dettmer suggests that as your children go through school, you will need to cycle through the stages again and again at increasingly sophisticated levels.

These descriptors need not occur in any set order. You might or might not experience them as stages. Chances are your advocacy will require you to work at increasingly complex levels, but you might simply consider these helpful key words that inform your thoughts, feelings, and actions as you guide your child’s talent development.

“Grandma Says It’s Good to Be Smart” can help you to start advocating at the basic levels for your smart and talented children when they are preschoolers or in the early grades. In honor of National Gifted Education Week from July 17-23, I will offer a special sale of the book throughout July. See the Contact Ellie Books page of this blog for details.

On May 13, one month to the day after psychologist Sharyl Kato and I did a presentation for our 500-member Rotary Club on early learning in honor of “Week of the Young Child,” The New York Times printed an article entitled, “Fast-tracking to Kindergarten?” I certainly hope, and believe, that our audience knew that Sharyl and I were suggesting no such thing. To say this article is disturbing to me is putting it lightly. From this blog, it is clear that I am someone who believes in the importance of early childhood learning, so why am I loathing what I read? Because it tells the story of a 3-year old child being reprimanded by a teacher for sloppy writing. Because the children in these preschools are being forced to learn, sitting with workbooks, and being given homework. “Age 3 is the sweet spot,” said a leader of one of these organizations that tutor small children. He continues, “If they’re out of a diaper and can sit still … for 15 minutes, we will take them.”

I’m glad my point of view was expressed in the article by Kathy Hirsh- Pasek, a psychologist at Temple University and the author of “Einstein Never Used Flash Cards.” Kathy states, “When you’re putting blocks together, you’re learning how to be a physicist.” When you’re learning how to balance things and calculate how tall you can make your building, you’re learning how to be a physicist. Having your kid drill and kill and fill in worksheets at 2 and 3 and 4 to the best of our knowledge so far does not give your child a leg up on anything.”

Some people, thankfully not too many that I personally know, get the wrong idea that because I wrote a picture book entitled, Grandma Says It’s Good to Be Smart, I am promoting ‘pushing’ young children to learn. If you look at the illustrations in the book and listen carefully to the message, it’s clear that I am in Kathy Hirsh-Pasek’s camp. Early learning is about talking, exploring, experimenting, imagining, asking questions, and doing all the things that just come naturally. A child in the book dances with her imaginary friend. A boy builds with his erector-set-like blocks. He hangs upside down from a tree. She imagines horses flying through the sky. Grandma asks them what if.. and other open-ended questions.

Early learning is about reading with your children, and sharing a love of books. It’s about catching young children in the act of noticing something they love and encouraging their curiosity about the world around them. It is encouraging their questioning with more questions as well as a search for answers. It’s helping them to dream about all the things they can be when they grow up and knowing that they can follow those dreams.

Early learning is not a fast-track to kindergarten or college. It’s about establishing a life-long love of learning. I’m not against early admission to kindergarten or college if it’s right for the individual child. But early learning is good for all children. Learning to value their talents and abilities is good for all children. Realizing that learning is fun is good for all children. Fast-tracking is good for some. Negative feedback, dull workbooks, and sitting still for inappropriate lengths of time is good for none.

A week ago there was an article in The New York Times about grandmothers, in particular about what they want to be called. Many Hollywood stars, it seems, don’t want to be called ‘grandma’ as it makes their age all too clear to anyone who would hear them so addressed. Goldie Hawn, for instance, is known as ‘Glam-Ma.’ Some of the star’s choices are not that ‘cute.’

When I wrote Grandma Says It’s Good to Be Smart, I was afraid I might eliminate sales to grandmothers known as Grammie, Bubba, Nana, and the myriad of names based on cultural heritage. I was correct, which is sad. Although I wrote it for my grandsons, the book is based on my experiences as an educator. I wrote it for all young children. I could have entitled it, My teacher says… . But I wanted it to be from the me I am now. My hopes were that I could inscribe books for any grandmothers in ways that would personalize it for them.

This and another article about aunts has brought the issue of markets limited by titles back to the forefront of my mind. Calling All ‘Cool Aunts’: It’s Time to Get Savvy,’ is a book by Melanie Notkin, who also has a website: SavvyAuntie.com. Melanie says she’s “a proud PANK, which is short for Professional Aunt, No Kids.”

Years ago, I was a PANK, and recently my niece, in response to my post Establishing the Habit of Reading, wrote, “Reading is the love of my life, and without it I would surely be a lesser person. Fortunately, my love of reading was nurtured in my young years by a favorite aunt, a teacher, who sent me books for birthdays and Christmas. Today many of those same children’s and young adult books still grace my bookshelves. Of course, now my favorite aunt goes by the name ‘Grandma’, and encourages children all over the country to read. Thank you Ellie, for my love of books!”

In the promotion of Melanie’s book, nothing is said about the importance of books, reading , or growing up smart. But my sense of Melanie’s mission is that she believes in all three. My point in writing this short piece is to CALL ALL AUNTS, NANAS, BUBBAS, GLAM-MAS, DADIMAS, GODMOTHERS, i.e, all savvy women in the lives of children not their own. Talking reading, exploring, imagining, asking questions, dreaming, writing, experimenting, practicing, gaining confidence, and on and on – your little ones need your guidance as well as the guidance of their parent(s) or primary caregivers. They don’t automatically grow up smart, even if they are born full of curiosity, alertness, and quick learning ability. Our American society is sports oriented but not smarts oriented. Skills and interests must be nourished. Children need to hear how proud we are of their every accomplishment.

So change the name of my book, share it, and share it’s message. Savvy auntie says it’s good to be smart. Warm and wonderful godmother says it’s good to be smart. Nana says it’s good to be smart. Glam-ma, I would guess, says it’s good to be smart. After all, the ‘glam-ma’ I’ve followed on television and in movies over the years is quite a talented lady. And she’s passed it on to the next generation.

This past week, my friend Judy was featured in a video linked to a New York Times education series on autistic children going to college. Judy has 3 sons, all of whom are smart. One is autistic, and in seeking help for him Judy learned that she has autism as well. Of all the mothers I have known, worked with, and admired, Judy is one of the wisest. I remember her telling me how she dealt with the issue of letting go as her boys matured. I hope you find her strategy as amazing as I do.

Judy likens letting go to a yo-yo where she controls the string. When her gifted son was born, she explained, “He looked like a brand new yo-yo with the string wound around and around. When he started moving away from me – crawling, walking, running – I still held the string and controlled the yo-yo. It wasn’t always convenient having a mobile child, but I was in control so it was okay. I knew how to work the string so the yo-yo could go but always come back to me.”

As this son got older and left home more often Judy said, “It was like a yo-yo that has been used for awhile: The string unwinds further and further, and it takes more effort to get the yo-yo back. Then it doesn’t seem to want to come back all the way. But still I hold the string, and the yo-yo for the most part goes and comes at my command.”

When it came time for his first extended trip, Judy explained, “The string wasn’t long enough to extend that far away, so I concluded that I should pack it up and go with him. The following year I decided he could go without me. As he boarded the tour bus I had a mental picture of undoing the string from the end of the yo-yo. It was the first time the string was detached. I took it home, wound it up carefully, and stored it inside me until he returned, at which time I immediately reattached the string.

“But the yo-yo never worked the same after that. Over time it left for increasingly longer periods and with decreasing need for a quick return of the string. I learned to become a keeper of the string, rather than its controller.”

Judy had used this same technique with her older son. As both became more independent she said, “Sometimes I would allow them to untie theirs strings on their own, and sometimes I would do it. After all, I was still better at it.” When they would return from a camp, trip, or other extended stay away she reported, “I was fulfilled, happy, and satisfied because I could see each one tying his string back to his yo-yo. They were not ready to be the keepers of their own strings.”

When her oldest reached adulthood, Judy adjusted her yo-yo principle to this next stage of life. “I gave him his yo-yo string. It was not easy for me. Then one day he needed me and handed it back. Even though we both wanted things to be like they used to be, I no longer matched the string in the old way. I didn’t know what to make of it until I realized I could hold the yo-yo in my arms but I could not hold the string. The yo-yo took up his own string again and said, ‘Thanks mom, love ya always,’ which had been my line – love you always. That,” she concluded, “is how you let go of little yo-yos and teach them to control their own strings.”